I have a BSc in Biomedical sciences and am now in my 4th year of my medical degree which I am loving! I have been Secretary and President of the Biomedics society, worked with children with disabilities on their mental maths and science and more recently, helped launch and hold TEDxUCL events on behalf of TED talks. I spent a year working with Magical Maths, an after-school interactive maths club.

I have supported students through their UKCAT and BMAT, and personal statements for many years .

Over the course of my education I have noticed that exam technique is just as important as knowing the subject content, and something that is often over looked by schools thus, for older students, this is something that I always focus on. I also found that the environment, routine and mental preparation needed for exams is not always emphasised and that is something I feel, over many years of taking exams, I have found a good technique for.

I support my students through encouraging them to be active learners and make my tutorials engaging and as interactive as possible at all ages to keep it fun and exciting so they want to learn and so it doesn't feel like an extension of their school day.

I tailor my teaching style to the needs of each student after determining what suits them best. For preparation, I spend a fair amount of time producing activities, worksheets and diagrams or videos that can be used to make the tutorials more interactive rather than long explanations.

To start, I determine the student's areas of focus and set weekly or monthly goals to encourage them to stay engaged and focused long-term. This ensures it is an enjoyable learning experience whilst also maintaining structure and focus.

In general, I use 2-4 learning objectives that I set out at the start of each session based on the curriculum but tailored to the student's learning style and pace. This ensures we cover and recap the content thoroughly whilst saving time to attempt questions. Intermittently, I add an exam/revision technique section to give key tips and ways of approaching questions and their revision to get the top grades. I regularly give follow-up work to be done outside tutorials.

For personal statements, I ask students to tell me what they want to say and we then structure it over time and drafts to what they had in mind.